Teachers Support Autistic Learners

Teachers support

Teachers support is a reoccurring theme seen throughout my six journal articles. Eman & Farrell also studies discuss about the different perceptions on how teachers and teacher aids view the role of support for learning. Teacher aides believe that their role is to support and eliminate barriers in learning for the autistic learners or special needs learners. This is like increasing their involvement academically, and school wide activities which provides opportunities for social interaction (Emam & Farrell, 2009). Teachers tend to prioritise their needs making sure they are efficiently delivering curriculum content to the learners. As a result, the decision whether to provide support for special needs learners is teacher-oriented rather than being based on the actual need of the learners and results shown through assessment results.

Teachers attitude can greatly affect the learning experience of autistic children, two specific aspect have been discussed by McGregor and Campbell. Teachers needs to have the desire to participate and the have the appropriate training. Studies have been reported that only a small amount of teacher were willing to have autistic learners in their classroom (McGregor & Campbell, 2001). However when teachers had the appropriate

Family involvement and open communication between home and school is extremely important especially for special education (Boutot, 2007). Seeing parents prior to the child starting school allows the teacher to feel more ready and more at ease with the child's family. Family involvement and communication such as regular face-to-face meetings, and emailing is extremely important to help maintain communication and update in any situations. The child will feel more a part in the mainstream classroom if his or her teacher and parents are on the same page and have open